The School Improvement Process at Mountain View High School
The faculty, staff, students and community of Mountain View High School are committed to the school improvement process. Each year the Leadership Team meets over the summer to review the School Improvement Process (SIP). We use many resources to build our document: Transforming Schools Through Powerful Planning by Kay Psencik and Stephanie Hirsh, Powerful Designs for Professional Learning edited by Lois Brown Easton, and Breakthrough School Improvement published by AdvancEd, the parent group of SACS/CASI who fully accredited Mountain View in 2008.
This year the Leadership Team examined data from end-of-year surveys, 10-minute stand up meetings between a sample of individual teachers and Dr. Stemple, and standardized test results (SOL, AP, SAT/PSAT). As a result, we identified three important school priorities: Teaching and Learning, Teacher Leadership, and Student Expectation. For each of these, we determined short-term, intermediate, and long-term goals. We developed objectives and individual action plans to support each priority.
The Leadership Team meets weekly as a Professional Learning Community. Throughout the year we may review additions/deletions to the SIP to make certain it is meaningful and measurable. In January, we meet to review specifically our progress towards the goals in the SIP. At this time, we consider commendations for progress towards a goal, additional research and redesign of action plans for goals as needed, continued work on progressing goals, recommendations for minor changes, and/or recommendations to stop work on the effort(s). Our rationale is to maintain the plan as a fluid document based on timely data.
We want to share our priorities, goals and objectives with you so that you can support these with your student. These are some of our 2014-2015 Goals and Objectives:
· Improvement of classroom practice through the district’s new Professional Growth Plan
· Continued implementation of Differentiated Instruction strategies
· Further development of remediation plans
· Continued informed use of data to guide instructional decisions
· Continued Professional Learning Communities for horizontal/vertical curriculum articulation
· Further development of school wide literacy program
· Encouragement of greater teacher leadership
· Increase number and type of student recognition opportunities
AYP Strengths and Weaknesses at Mountain View High School
Schools, school divisions, and states are rated according to the progress toward the goals of the No Child Left Behind Act of 2001 (NCLB). This federal law requires states to set annual benchmarks for achievement in reading and mathematics leading to 100 percent proficiency by 2014. Schools, school divisions, and states that meet or exceed all annual benchmarks toward this goal are rated as having made adequate yearly progress (AYP). Schools, school divisions, states must test at least 95 percent of students overall, and 95 percent of students in each of the following subgroups: white, black, Hispanic, students with disabilities, limited English proficient students, and students identified as disadvantaged. Annual accountability ratings are based on achievement during the previous academic year or combined achievement from the three most recent years. (from the School Report Card available from Virginia Department of Education and on our website)
The faculty, staff, students and community of Mountain View High School are committed to achieving AYP status each year. For school year 2009-1010, we missed making AYP in one benchmark area: graduation rates of our special education students. Many of our special education students receive a modified diploma rather than a standard or advanced diploma. Only those special education students earning a standard or advanced diploma count towards this achievement criteria. One of our priorities this year is to examine and strengthen our special education students’ instruction across all areas of our curriculum.
Our student participation rates on SOL tests in English and math are not lower than 98% in any subgroup.
We made significant increases in the pass rates for the English SOL in four subgroup areas: Black, Economically Disadvantaged, Hispanic and Limited English Proficient student subgroups. We increased our Writing performance in all subgroups, one by as much as 45%. Our Writing SOL scores were the highest in Stafford County.
We made increases in the pass rate of all subgroups in the Math content area SOL. Our Hispanic and Limited English Proficient subgroups saw an 8% and 10 % gain respectively. Our Students with Disabilities subgroup also saw a 10% increase in their pass rate (76.74% but the present SOL benchmark is 79%).
For this school year, we looked carefully towards the placement of students in Algebra I, geometry and Algebra II courses. We considered previous math success and SOL scores to determine semester bock or year-long placement in Algebra I and/or geometry.
We continue to achieve high pass rates on the science and social studies curricular area SOL’s; however, these scores do not contribute towards making AYP.